1、基于核心素养下的阅读示范课教案2017.10.13沈阳市第五十一中学 刘健 一、授课材料分析本课内容 Spring Festival VS Christmas Day，进行了部分修改。本课围绕中西方两大传统节日展开，对中西两大传统节日时间，起源等的异同进行了对比，其中穿插了对学生学习方法的指导，能激发学生的情感共鸣，不仅让学生了解了西方节日文化知识，而且对于树立正确的价值观，传承和发扬中国传统文化起着导向的作用。二、设计理念本课紧紧围绕核心素养四要素设计学习活动，侧重培养学生的文化品格、思维品质。基于“语篇”的概念，围绕语篇的主旨，结构等设计问题；并在读后设计推断题引发学生深入思考，利用开放性
2、问题培养学生批判性思维品质。遵循有效输出原则，培养学生口语表达技能；培养学生的批判性思维，学会对文章进行鉴赏并提出自己的见解。三、教学目标1.To improve students reading strategies: how to read efficiently to get the main idea of text; how to find useful information quickly; how to analyze the structure of the text and how to appreciate a text.2.To train students speak
3、ing skills: how to do critical thinking and speaking; how to organize a passage scientifically and efficiently3. To help students understanding the structure of a text about festivals4.To let students know more about the difference of the Spring Festival and Christmas Day 5.To inspire students to de
4、velop a positive attitude towards traditional culture四、教学重点1. Tell the similarities and differences of the Spring Festival and Christmas Day 2. Find key words and phrases related to the two festivals customs3. Grasp the structure of the text4. Apply the speaking skills to practice五、教学难点Inspire stude
5、nts to think critically六、设计特色1.语篇思维训练贯穿教学始终本节课是探究如何将新课标的语篇技能要求落实，即：把握文章的大意；区分事实和态度；培养学生的推理能力；2.核心素养理念如何落实七、设计步骤及意图备注：Ss: Students T: Teacher IW: Individual work GW: Group work步骤 教学活动 设计意图 核心素养提升点Step 1Lead in1.T play a piece of music related to the Mid-autumn Festival and ask Ss to tell the most imp
6、ortant traditional festivals in China and western countries.2.T invites Ss to tell what they have known about the two Festivals.利用音乐，创设情境，引出主题。激活学生的背景知识，并引出学生问题，形成期待阅读。Step 2Activity 1.Word game 1. T play some words ands phrases related to the Spring Festival and Christmas （GW）2. T invites Ss to put
7、 these words into two groups3. T invites Ss to introduce some customs related to these words.(IW)语言技能：根据常识推测词意的能力Step 3Activity 2Grasp the general idea of the text through key words1. T invites Ss to skim the text and ask them what type of text it is. Then T and Ss discuss and list the structure of
8、the text.2. T asks Ss to read through the text. Then work in groups to get the main idea of each paragraph . 3. Ss share their answers in class Complete the mind map of the whole structure 关注文章的体裁，了解文章的结构，学会提取和归纳基本信息。语言技能：利用语篇技能分析、概括并整合信息；分析和概括语篇中的主要观点和事实Step 4Activity 3Infer and discuss1. T ask eac
9、h student to infer what causes the differences2. T ask Ss to infer the emphasis of the two festivals培养语篇技能：根据上下文线索推断,把握语篇结构框架，学会建模语言技能：根据上下文线索推断;语篇结构的掌握Step 5Activity 4Group workT ask Ss to design their ideal Spring Festival or Christmas according to what they have learnt in class.学会对语言特点的分析和赏析，加深对主
10、题意义的理解学习能力：自主学习，合作学习思维品质：学会鉴赏语言特色Step 6Activity 5Critical Thinking1. T ask Ss to show their design and state reasons.2.T ask Ss to organize their opinions into a passage深化主题意义，加强德育浸润，迁移创新语言能力：批判性审视语篇内容思维品质：思考如何在中西文化对比中传承传统文化文化品格：联系实际，提出自己的观点学习能力：自主学习，合作学习Step 7HomeworkWrite down your ideal Spring Festival or Christmas Day Step 8Blackboard designtimeFestival origin home decoratingcelebrating foodgiftscustoms
